Date of Award

5-2026

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

College/School

College for Community Health

Department/Program

Family Science and Human Development

Thesis Sponsor/Dissertation Chair/Project Chair

Miriam R. Linver

Committee Member

Jennifer Brown Urban

Committee Member

Pearl Stewart

Abstract

Grounded in the Phenomenological Variant of Ecological Systems Theory and the Positive Youth Development framework, the purpose of the current study was to examine how dimensions of arts participation, specifically breadth, intensity, and duration, relate to Positive Youth Development (PYD) outcomes and whether socioeconomic status (SES) moderates these associations over time. Data were drawn from three waves of the 4-H Study of Positive Youth Development. The analytic sample included 747 adolescents aged 12 to 18, capturing a developmental period marked by identity exploration and increased engagement in organized activities. A combination of longitudinal, person-centered, and moderation analyses was used to examine the association between arts participation and PYD outcomes, identify patterns of participation, and assess the effects of SES. Breadth, intensity, and duration of participation were positively associated with caring; breadth and intensity also predicted character and overall PYD, while breadth alone was linked to competence. Latent profile analysis identified five participation profiles, Consistent Generalists, Intensive Specialists, Low-Level Engagers, Arts Enthusiasts, and Dabblers. Arts Enthusiasts had significantly higher Character and Caring than Dabblers. Arts Enthusiasts and Intensive Specialists had significantly higher Caring than Low-Level Engagers. Arts Enthusiasts also showed significantly higher overall PYD than all profiles except Intensive Specialists. SES did not significantly moderate any of the observed associations, indicating that the relationships between arts participation and PYD outcomes were consistent across socioeconomic groups. These findings underscore the role of the arts as a meaningful developmental context that supports positive youth development. The absence of SES moderation further suggests that the benefits of arts participation may be broadly accessible, reinforcing its potential as an equitable developmental resource. Implications for policy and practice include expanding access to high-quality arts programming emphasizing the importance of consistent and meaningful participation over time.

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